A Study on the Teaching Practice of English Continuation Writing from the Perspective of Discourse Analysis
Abstract
With the continuous deepening of the new curriculum reform, the goal of cultivating core competencies in English has become more explicit, and senior high school English teaching is undergoing a transformation from traditional knowledge-based instruction to the enhancement of comprehensive language application ability. As a new English writing type that integrates reading and writing, continuation writing has been officially incorporated into the National College Entrance Examination (Gaokao) English test in recent years, becoming a crucial indicator for measuring students’ language proficiency. This question type requires students to have a solid foundation of basic language knowledge and strong innovative thinking ability, as it is a comprehensive assessment of students’ overall English application skills. This paper analyzes and studies continuation writing based on the genre, cohesion, coherence of the continuation text and senior high school English continuation writing, and explores practical strategies for continuation writing grounded in discourse analysis.
References
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